Childminder in Hertfordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children demonstrate that they feel happy, safe and secure with the childminder. They naturally turn to her for comfort and readily include her in their play. The childminder pays close attention to understanding children's needs and developmental levels when they first start attending. For example, she visits them at home to help build this information. She has high expectations for each child and continuously assesses their interests and development. She uses these assessments well to help plan activities that aid children in building on their learning. For example, children enjoy playing with a tea set and creating a cafe. The childminder later offers them coloured dough and they pretend to bake. They develop their knowledge of shapes and colours as they eagerly describe the biscuits and cakes they are making.

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The provision is good

The childminder praises children's efforts and achievements. This helps build their confidence and their positive approaches to learning. Children show that they understand right and wrong. They discuss their emotions and are kind and caring towards one another. They readily share resources and talk gently and positively to each other. Practical daily routines, such as being responsible for hanging up their coats and bags, support children well in developing their independence.

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need to do better?

n The childminder knows the children well and offers them opportunities to build on their experiences and gain the skills that support their ability to learn. For example, children's regular attendance at local groups enables them to understand how to interact appropriately and work cooperatively together. The childminder also makes sure that children have time to develop their concentration and encourages them to persevere at tasks. n Children learn to communicate their ideas and views effectively. The childminder supports them to participate in discussions, introducing topics she knows they are interested in. She presents new vocabulary and helps children to use this appropriately. For instance, children enjoy discussing a trip to the theatre and the childminder introduces the concept of purchasing tickets. n The childminder uses her good knowledge of each child to aid her in offering and making resources that support their individual development. For instance,

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need to do better?

children develop their ability to recognise numbers as they put numbered puzzle pieces in the correct sequence to make pictures of animals. They enjoy the challenge of putting pictures in order of size, confidently describing which is the biggest or smallest. n Children gain a good understanding of how to keep themselves safe and healthy. They develop physical skills, such as balance and coordination, as they use a soft-play centre. Additionally, they learn to asses risks as they make

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need to do better?

8 November 2019 judgements about how to use the soft-play equipment safely. n The childminder understands how children learn and uses this knowledge, along with her sensitive awareness of children's interests, to support their development. For instance, when children collect leaves and acorns, the childminder encourages their creativity and their love of music as they use these to design and make musical instruments. n The childminder builds secure, professional partnerships with parents. She offers ideas and resources, such as simple activities to aid children's writing, that support parents in extending their children's learning at home. Parents report that they appreciate the childminder's good understanding of their children and the wide variety of activities she offers them. n Children demonstrate an enjoyment of books and stories. They independently choose books from a wide assortment. They enjoy collecting props and recalling

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need to do better?

stories and rhymes as they act these out. n Practical procedures, such as daily discussions and the regular exchange of assessment information, support the childminder in working well with staff at other settings that children attend. n The childminder does not always make the best use of training and professional development opportunities to support her in further raising the quality of her teaching. n The childminder does not consistently offer as many outdoor opportunities to fully build on the development of children who prefer to play and learn outside.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular safeguarding training to support her in maintaining a good knowledge of this area. She understands how to recognise and report any concerns about children's welfare. The childminder demonstrates a secure understanding of her role in helping to protect children who may be at risk of harm from extreme views or practices. She is aware of the potential dangers when accessing the internet and takes effective action to protect children and to help them understand how to keep themselves safe.

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should:

n focus training and professional development opportunities more effectively to help develop and raise the quality of teaching to the highest level n enhance the use of outdoor areas to offer children who prefer to learn outside further play and learning opportunities.

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Setting details

Unique reference number EY548894 Local authority Hertfordshire Inspection number 10108367 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 4 to 7 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Hemel Hempstead. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She carried out a learning walk with the childminder to discuss and understand how the early years provision is organised. n The inspector talked with children and the childminder at appropriate times throughout the inspection. She reviewed an activity with the childminder. n The inspector looked at evidence of the suitability of household members. She discussed the childminder's self-evaluation and viewed other documentation, including the safeguarding procedures. n Written feedback from parents was looked at and the inspector took account of these views.

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Inspection activities

8 November 2019 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

8 November 2019 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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